以人工智能为促进者的具身探究：一项探索性案例研究
Embodied inquiry with AI as facilitator: an exploratory case study
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中文总结 AI 辅助
该研究探讨在科学教育中，以物理教育硕士课程学生为对象，按ISLE方法分两阶段进行，先由学生亲手构建浮力模型，后用专门配置的人工智能助手促进模型应用于新现象，研究人工智能补充具身探究而非取代它的情况及价值。
中文摘要 AI 辅助
生成式人工智能正进入科学教育领域，此时具身教育界在探讨此类系统做不到的事情。本探索性案例研究并非询问人工智能能否理解身体，而是探究基于语言的人工智能在探究活动中能处于何种位置而不取代具身经验。物理教育硕士课程的大学生按照ISLE方法分两阶段研究流体静力学：首先学生亲手构建浮力模型，无人工智能参与；然后一个专门配置的人工智能助手促进该模型应用于新现象。我们讨论了基于语言的促进者无法触及的方面以及人工智能补充而非取代具身探究的设计价值。
英文摘要
Generative AI is entering science education at a time when the embodied education community is asking what such systems cannot do. Rather than asking whether AI can understand the body, this exploratory case study asks where a language-based AI can stand within an inquiry activity without displacing embodied experience. University students in a Master's course in physics education investigated the statics of fluids following the ISLE approach (Investigative Science Learning Environment) in a two-phase design: students first built the buoyancy model with their own hands, without AI; a purpose-configured AI assistant then facilitated the application of the model to a new phenomenon. We discuss what a language-based facilitator cannot reach and the value of a design in which AI complements embodied inquiry rather than replacing it.
